The clarion. [volume] (Jackson, Miss.) 1883-1888, 1887-07-27

dollar and fifty cents per month loi
each pupil of school age. Under the
new law the salary of the teacher is
specific, but pupils in higher grades are
still counted in enrolling the districts,
and the competency of the teacher tor
such pupils is considered by Superin-
tendents in fixing the salaries of teachers.
So that / think high schools really do
receive some support even now from the
public fund. 1t seems to me, however,
it would be liberal policy for the State
| to support one school of high grade In
each county"
Mr.. Barrow: We can Just as easily
pay the tar to support high schools as
we can the tuition to support them. 1t
| all comes from the people at last.
Mr.. Alternately, of the Mississippi
Normal: ''The intention of the law Is
to reach the masses-the poor people;
but college boys are rich and able to
pay tuition and ought of right to do so,
and let the public money go TO the poor
classes who need it.
Mr.. Barrow: 81 will ask the gentle
man this question: Do poor or rich men
pay the greater amount of taxes?
Mr.. Alternately: "The rich men, of
course"
Mr.. Barrow: "Then if rich men pay
more tax, they are certainly entitled to
more free tuition, i. e., they are entitled
to free tuition in the common schools,
and then when their sons go to college
they are entitled to free tuition there"
Mr.. Alternately: "The point l make
is this: That many men pay consider
able tax for supporting colleges, who
never get any benefit whatever; and
that all who attend college could pay
and ought to do So"
Mrs. Alternately: at seems TO me that
colleges might very well be left alone /;
and let the State aid come continuously
as far as the money will hold out. |
don't like skipping the high schools in
favor of the colleges. 1t looks like a
farmer who would pillow and plant all
right, omit the cultivation, and then
buy fine machinery for gathering in
autumn. Would it not be better sense
to pillow and plant well, cultivate
thoroughly, and risk the chances for
harvestingT
Miss Galloway, of the 1. l. & c.: "Our
Institution has no war to make upon
any other branch of our school system.
We try honestly to do thorough work.
| Our standard of scholarship is high and
we intend to maintain it. One of our
| greatest drawbacks is the meager prepa-
ration of many girls who enter. We
are in full sympathy with the public
schools and wish them greater success
and efficiency
Mr.. Deupree: 81 am strong friend
of the |. l. & c., the A. & NJ. and our
1 University. l am glad the last two are
/ open to both sexes alike. The present
school curriculum is as high as the State
can carry on at present. A boy or girl
can rise from the free school with
proper ambition. 1t is really sufficient
to prepare boys and girls for the active
and industrial pursuits of life. Graded
| schools in towns forming separate school
districts are sufficient generally for pre-
pairing boys and girls tor college. These
district schools and private high schools
are not injured at all by the new school
law
Mr.. johnson: "Mr. President, there
is plan on foot now at the University
which l would like to present to the
| teachers of this Association. Perhaps
1t Is pertinent Just here. We are aware
that there are many teachers thoroughly
tqualited to prepare students for enter
ing the University and to such teac hers
we are willing to grant the privilege of
entering students to the sub-Freshman,
Freshman and Sophomore classes, with
out the usual examinations. OF course
TINS is only an experiment, and if any
teacher should abuse the privilege, we
retain the right to repeal the law. We
thlnk such an arrangement would be
mutually beneficial, and | mention it
here simply to ascertain the opinion of
teachers and to know if they are willing
to cooperate with us"
Mr.. A. j. Aven: ''I am glad, for my
part, that such an arrangement can be
made. We who carry boy through a
regular course OF preparation, know bet
ter what the boy can do, and ought to
do, than professor can possibly ascer-
tain by examination. Some boys, and
a large number of them, too, are simply
frightened out of their common sense
TAI on examination, become discour-
aged at the outset, and soon make utter
| ship-wreck"
Z Supt. Pace: az heartily endorse all
that the gentleman from Winona says.
think The move very fitting and
proper one. | think many boys, worthy
boys, would go, if they could enter
without the ordeal of examination. /
think the reaction against any teacher
who would abuse the privilege would
soon correct such abuse, and the system
work out admirably"
Mr.. Dickey: "Mr. President, | was
not intending to speak on this subject.
As you call on me for my opinion, |
must be honest and say | do not approve
OF it. We would prefer that our boys,
upon entering the University, should
stand their entrance examination, and
be classified by the University authori-
ties, and not by us. As | understand
our system of instruction, NORMAL
SCHOOLS ARE NOT PREPARATORY DE-
| PARTMENTS for entering colleges or
Universities. We prepare students to
taoe-to follow the practical and indus
trial pursuits of life"
Mr.. Gully, of the A. & NJ: III endorse
cordially every word of the gentleman
from Buena Vista. Practical and indus
trial education is what our times de-
mand, rather than preparation for elias.
| steal seminaries."
| The next paper called for on the reg
ular program was presented by Mr.. j..
| w. johnson; subject, Conformity of
Text Books" He discussed at some
length the disadvantages of our present
| system, in which such variety prevails.
He showed that under the existing cir
cumstances the evil could not be avoid
| ed; that the only recourse was to en-
force, by legislative enactment, uniform
1ty-by counties, or even possibly by
| States. He referred to the failure of
| our present statute to provide for uni
| formity by counties, but insisted that
| such law could be enforced, and that,
too, with a great advantage. He car
rled his arguments also to the question
OF uniformity by States, and strongly
advocated that system.
Mr.. Deupree: 81 dissent from the
doctrine advocated by the paper just
read. Variety is the spice of life, and
especially OF teaching. Take history,
for example, where the topical method
is common. | would prefer every mem
Der CT the class to have different text.
All would pay attention. expecting to
| learn something from the others; where
as, If all have the same text, the interest
is lost in recitation, for the reason that
each one knows that his fellow-class-
mate can tell nothing new. So in geog-
| raphy-interest is heightened by variety
of texts. In all the higher branches, a
teachers sphereis circumscribed and linn
tied, if he be confined to uniformity in
textbooks"
Mr.. Alternately: "Mr. Deupree may
be right in regard to the higher
branches; but uniformity is surely de-
sirable in the public schools, for which,
| understand, the paper was prepared.
How, Sir, would you, or could you man
age half-dozen different 1st readers in
school? Or in fact any of the series of
readers or primary arithmetics ~